|Name||Oak Farm Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||04 February 2020|
|Address||Windsor Avenue, Hillingdon, Uxbridge, UB10 9PD|
|Number of Pupils||350 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.8|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||46.3%|
|Pupils with SEN Support||17.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
The last few years have been a difficult period for the school. Several changes in leadership and teaching staff have resulted in a period of instability. The quality of education declined.
Now, leaders want pupils to achieve well. Teachers’ expectations of what pupils should and can do are rising. Pupils are now reaching higher standards in some of their learning. However, this is not the case across all subjects or for all pupils.
Pupils told us that they enjoy coming to school. They said that teachers make them feel welcome. Pupils like the many activities that make school exciting, including trips, clubs and sports days.
Behaviour at lunchtimes is not as good as it could be. This is because supervision at these times is not effective in managing behaviour. There is some reported bullying. Most pupils agreed that adults were good at sorting it out. Some parents, carers and pupils disagree. Pupils quickly learn to appreciate others by showing respect and kindness. Around school, pupils mostly behave well.
Pupils and most parents acknowledge the improvements since the new headteacher started in September 2019. The environment is calmer and more orderly. There is a clear vision and the school values are at the heart of the improvements. However, it is early days and many of the changes are only just being rolled out. It is too early to see the impact.
What does the school do well and what does it need to do better?
The quality of education is improving but is not yet good enough. Leaders have credible plans to improve the planning and teaching of all subjects. Leaders have made a good start in implementing their plans but some lack the detail needed to ensure a clear progression year on year. Despite the planning provided by subject leaders, teachers do not follow these plans consistently. They do not build on what pupils have learned before. As a result, pupils sometimes fail to remember more over time. Teachers do not always make sure that pupils have the knowledge they need before exploring more complex ideas. Sometimes, teachers do not consider the abilities of pupils with special educational needs and/or disabilities (SEND). At times, teachers’ knowledge and practice are not as strong as they should be. Teachers are developing new approaches to check pupils’ learning. This is beginning to help them identify and fill gaps in pupils’ knowledge.
Leaders do not identify with precision what pupils should be reading each year. As a result, teachers read the same books that pupils have read in the past. This means that pupils’ reading does not develop as well as it should. School leaders are working hard on developing pupils’ enjoyment of reading. They are increasing the range of vocabulary that pupils use. There are lots of books for pupils to read in the school and to take home.
Pupils show positive attitudes to their learning. They behave well so that teachers can get on with teaching. Pupils are proud to take on responsibilities, such as school council member or sports ambassador. These pupils talk confidently about how to make a difference to the school. Pupils learn about keeping healthy. Pupils’ success and achievement, both in and out of school, are celebrated for all to see.
Leaders have improved the way they identify pupils with SEND. They put a range of support in place but some teachers do not plan learning that focuses on these pupils’ individual needs. This means that some pupils with SEND struggle to learn what they should.
Support from the local authority has helped senior leaders and governors to carry out their work more effectively. Governors have attended training and sought external advice since the last inspection. They now have a better understanding of the role of the governing body. Governors have improved their checks on the school’s work. Most parents are supportive but would like better and more frequent communication with school leaders and staff.
The arrangements for safeguarding are effective.
Leaders, including governors, meet their statutory duties to safeguard pupils. They are developing a strong safeguarding culture and robust procedures. Staff receive regular training. They understand how to keep children safe. This includes potential risks in the local area. Staff record and report their concerns. Pupils know how to keep safe, including in their local area. They can talk about what it means to keep safe because of learning in their personal, social and health education sessions, where they have looked at ways to keep safe when online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Teachers do not consistently deliver the curriculum well. This includes their use of assessment to check on what pupils know and can remember. Some pupils do not learn as well as others do. Sometimes, teachers do not meet pupils’ needs as well as they should. Leaders should ensure that teachers have the knowledge and skills to deliver the planned curriculum. They should make sure that teachers follow the agreed subject plans. Leaders should develop teachers’ use of assessment to check what pupils learn and remember, including pupils with SEND. . Although leaders have introduced new plans for the teaching of reading, it is not taught consistently well across the school. Leaders should ensure that the teaching of reading is effective. They must sharpen their procedures for identifying gaps in pupils’ knowledge and experiences, and make sure that these are addressed and nothing is left to chance. . Lunchtime staff do not supervise lunchtimes as well as they should. As a result, pupils’ behaviour at lunchtime is not well managed. Leaders need to review theway breaktimes are organised so that staff are active in their supervision of pupils and any concerns are promptly addressed. . Some parents expressed concerns about the school’s communication with them. Leaders should develop better links with parents so that they hear their views on a regular basis and act on feedback.